摘要

本研究旨在探討透過幸福感教學後，學生對於幸福感的認知。研究以個案大學選修「幸福心理學」課程的63位學生為對象，探討在實施幸福感教學後，對其正向心理的改變。藉由本課程幸福感教學與介入方案的記載，學生在「主觀幸福感」、「用心」及「情緒狀態」（包括快樂、不快樂）上均有顯著進步；其次，學生的心理健康狀態，從學期初的「愁善型、幽谷型與滿足型」改變為學期末的「幽谷型、大眾型與滿足型」，說明透過本課程學習，有助於促進學生正向心理的發展。另外，藉由學生所撰寫學期末報告的回饋，本課程有助提升整體學生生活評價及正向未來期待。據此，本研究針對高等教育與未來研究提出建議，以供相關研究者參考與應用。

關鍵詞：正向心理；幸福心理學；幸福感教學

Abstract

This study explored the influences of well-being instruction on college students’ positive thinking. The participants of this study were 63 college students who took the course of “Psychology of Well-Being” in the case university. Results showed that after the intervention, the posttest scores of the participants were significantly higher than their pretest scores in such variables as “subjective well-being,” “mindfulness,” and “emotional state.” Also, students’ mental health status has changed from “sentimental type, languishing type, and contented type” to “languishing type, popular type, and contented type.” Based on the results, directions of higher education and future research were suggested.

Keywords: positive thinking; psychology of well-being; well-being instruction

摘要

本研究旨在探討個人層次的教師集體效能感與組織層次的教師集體效能感兩者與教師自我效能感的關係。為達研究目的，本研究向台灣72所國中707位國中教師進行問卷調查，採用俄亥俄州教師效能感量表與教師集體效能信念量表為測量工具，藉由階層線性模式分析資料。研究結果發現，個人層次的教師集體效能感與組織層次的教師集體效能感皆可顯著正向地預測教師自我效能感。

關鍵詞：個人層次的教師集體效能感；組織層次的教師集體效能感；教師自我效能感；階層線性模式

Abstract

This study aimed to analyze the relationships of individual-level collective teacher efficacy and organizational-level collective teacher efficacy with teacher self-efficacy among junior high school teachers in Taiwan. A total of 707 teachers from 72 Taiwanese junior high schools responded to the Ohio State Teacher Efficacy Scale and the Collective Teacher Beliefs Scale. Hierarchical linear modeling was used to analyze the data. Results showed that the individual-level collective teacher efficacy and the organizational-level collective teacher efficacy both could predict teacher self-efficacy significantly.

Keywords: individual-level collective teacher efficacy; organizational-level collective teacher efficacy; teacher self-efficacy; hierarchical linear modeling

摘要

本研究採用德懷術（Delphi method），探討在台灣亟需處理的科學教育問題，其迫切性及其現況滿意度；亦探討實踐科學教育目標的障礙，以及未來能夠改善的期望程度。參與連續兩次調查的專家群包括27位科學專家和33位科學教育學者。研究發現，最需投入解決的前三項問題為「重視教師的科學素養養成」、「將科學學習與生活相互結合」與「在學校教育中融入有利國民科學素養養成之內涵」；滿意度最高的項目為「鼓勵並吸引科學家參與科學普及的任務」；至於提升國民科學素養的主要障礙為「台灣社會中的媒體環境惡劣」、「升學主義的魔咒，使科學素養的養成成效大打折扣」和「社會上普遍以功利與實用主義的觀點看待科學學習」；「與科學有關的教材常與生活經驗脫節」則被視為未來最可能改善的障礙。惟本研究發現，媒體文化與民眾社會信念的褊狹最令人擔憂。另在若干項目上，科學專家與科學教育學者間的觀點有顯著差異。根據所得結果，本文並提出省思與後續之建議。

關鍵詞：科學教育；科學教育問題；科學素養；德懷術

Abstract

This research aimed to investigate the views of scientists and science educators about the tasks promoting scientific literacy in Taiwan for the past decade. The Delphi method was used and two back-to-back surveys were conducted. The participants were 60 college professors (27 in fields of science and 33 in science education). Results showed that the three most urgent tasks for science education were “promoting teacher’s scientific literacy levels,” “making science learning part of everyday life,” and “incorporation of scientific literacy into schools.” Second, “promotion of scientists’ participation for popular science” received the highest satisfactory level of all tasks. Third, the main obstacles to promoting of scientific literacy were “media environment,” “credentialism mindset in school,” and “utilitarianism and pragmatic views of scientific learning.” Fourth, “disconnection between real life and science teaching materials” was considered to be overcome most likely in the future. This research revealed that media culture and the biased conception of the general public on science learning were of great concern. In addition, significantly different views on several survey items between scientists and science educators were also worth noticing. Suggestions for future research and policymaking were raised.

Keywords: science education; science education problems; scientific literacy; Delphi method

摘要

本研究透過教師專業成長團隊協助一位教師進行三位數加減計算及文字題簡報（PowerPoint, PPt）的製作與教學，探討該教師在製作簡報及其教學時的成長問題。其中由一位資深教師參與行動研究，五位專家教師參與對話並提供簡報與教學修改建議，兩位教授協助審查簡報及提供簡報修改建議。本研究歷經教材理解、教學轉化、教學試驗等三階段，並依此三階段蒐集與分析資料。資料以簡報、教案、審查簡報意見、教學、晤談、文件、反省單、聚會記錄等質化資料為主，以習作答對率及喜歡百分率等量化資料為輔。研究發現，該教師經團隊及專家學者協助，在「位值概念與加減算則的複習」、「加減計算的搭鷹架與撤鷹架」、「簡報中呈現以線段圖引導學生思考題意與解題」、「簡報中出現『先算』、『再算』等重要語句，引導學生思考解題」等主題上，問題獲得改善或解決進而成長。

關鍵詞：加減法；專業成長；資訊融入；數學教學簡報

Abstract

This study reports the growth of Ms. Yu (a veteran elementary school teacher) with team support, through action research of the development and evaluation of PowerPoint (PPt) for three-digit addition/subtraction instruction. The participating team consisted of 5 other veteran teachers and 2 professors. The action researcher walked through cycles of three stages: (a) comprehension of curricular materials, (b) transformation into teaching, and (c) experimental teaching. Data collected included qualitative data (PPt, lesson plans, review comments of PPt, teaching and interview documents, reflections, minutes of meeting) and quantitative data (percentages of worksheet accuracy and students who liked the PPt instruction). Through team support and several action research cycles, Ms. Yu exhibited growth in the areas of “place value and algorithm revisions,” “addition/subtraction and scaffolding,” “providing line graphs in PPt,” and “inclusion of reminders for steps I and II in PPt.” The investigators also reported evidence of her growth in mathematics knowledge for teaching.

Keywords: addition/subtraction; professional development; technology integration; PowerPoint (PPt)

摘要

以普通話教授中國語文（「普教中」）在香港的推廣和實施已有逾十年之久，教師在實施這一語文教學的變革中經歷着一些困難，這些困難是導致教師憂慮的主要成因。為求了解「普教中」教師的憂慮，我們設計了一份開放式問卷，調查對象是香港中文大學中文教育碩士班33位來自不同中、小學的在職「普教中」教師。調查結果表明，「『普教中』是否具有正面的教學效果」仍是在職「普教中」教師最憂慮的問題。本文基於調查結果，從師資狀況、學生學習能力和課程與教學設計等三方面進行分析和探討。研究可為學界提供一些真實的聲音，亦可讓學校有的放矢地紓緩教師憂慮，為更好地實施和推廣「普教中」提供適切的教學援助和指引。

關鍵詞：教師憂慮；普教中（以普通話教授中國語文）；課堂學習能力

Abstract

In Hong Kong, Putonghua has been promoted for more than 10 years as a medium of instruction for teaching Chinese language (PMI) in schools. However, teachers have encountered difficulty in implementing this innovation with a lot of concerns. This study aimed to investigate Chinese language teachers’ major concerns. An open-ended questionnaire was administered to 33 in-service teachers who studied for a master’s degree at The Chinese University of Hong Kong. The survey revealed that teachers were most concerned about whether using Putonghua as the medium of instruction has positive effects on the teaching and learning of Chinese. Three important aspects are analyzed and discussed: teaching competence, students’ learning abilities, and curriculum and instructional design. This article not only reports the voices of frontline teachers but also provides suggestions for alleviating teachers’ concerns and strategies for improving Chinese language education in schools.

Keywords: teachers’ concerns; PMI (Putonghua as the medium of instruction for teaching Chinese language); classroom learning abilities

摘要

中國內地高等教育於20世紀90年代末開始急速擴張，在高等教育入學機會不斷增加的同時，其內部亦不斷層級化。本研究選取23名大學一年級學生，通過訪談，以實踐邏輯理論為基礎，探討各種結構性因素對學生高等教育選擇的影響及其作用方式。研究表明，選擇行動中的目標、信念和信息受地區、學校、家庭等因素影響，而並非完全出於理性選擇，實踐邏輯理論可以對學生的選擇行為作更深入的解釋。

關鍵詞：高等教育；機會均等；高等教育選擇；實踐邏輯理論

Abstract

The higher education system in the Chinese mainland has witnessed dramatic expansion since the 1990s. With the expansion, the system has become more and more hierarchical. Based on the logic of practice, this study investigates the agents’ practice and the structural impact through interviewing 23 first-year college students. The study finds that students’ desire and belief as well as the information collected during the process of college choice are limited by such structural factors as geographical location, positional hierarchy in the public school system, and family background. The logic of practice can be applied for the interpretation of college choice.

Keywords: higher education; equality of access; college choice; logic of practice

摘要

2013年夏天，部分社會人士發表連串言論，對實施了六年的香港高中通識科作出了一連串批評，不單質疑通識科在香港高中課程及銜接大學學制結構上的「三必」（必修、必考、必計）地位，還批評中學文憑試通識科考卷內設有必答題，更抨擊高中通識科在課程及評核上太偏重政治議題，致被政團與政黨利用作政治宣傳而被「政治化」。他們對通識科的意見已先後受到不少前線教育工作者有力的反駁。然而，本人卻認為，是次爭議蘊含着更深層次的教育及社會時代意義，它不單涉及把通識科視作香港未來公民在十二年普及教育結業階段的一個學習經歷的本質與意義，更關乎香港下一代的個人成長以至社會發展。據此，本文把有關高中通識科的爭議放置在香港特別行政區所處的社會及時代脈絡下，特別是21世紀網絡社會（network society）與資訊社會（information society）的脈絡，以考察高中通識科的時代意義及社會教育本質，期能確認通識科在香港高中課程中的「三必」地位。其次，本文亦會就高中通識科在教學取向（特別是議題探究取向）上是否需要「去政治化」的爭議，把它放置在「合理多元主義」（reasonable pluralism）及「多元文化主義」（multiculturalism）的兩種視域內，以考察議題探究取向以至高中通識科的社會及政治教育意義。

關鍵詞：通識教育；議題探究取向；課程社會學；網絡社會；多元文化主義

Abstract

In the summer of 2013, some public figures in the Hong Kong Special Administrative Region (HKSAR) waged a series of criticisms on Liberal Studies (LS), one of the core subjects in the New Senior Secondary Curriculum (NSSC). Not only have they queried the triple-compulsory status of LS (i.e., students being compulsory to take, to be examined and be counted) in the advancement mechanism from senior secondary to university education in the HKSAR, they have also queried the setting up of compulsory questions in LS examination papers in the Hong Kong Diploma of Secondary Education (HKDSE) examination. Furthermore, they have criticized the contents of both the curriculum and assessment of LS as too political, and accused that local political organizations and parties have politicized the subject for their own political agenda. Though these accusations have forcefully been rebutted by frontline practitioners in schools, yet I believe that the dispute involves much deeper meanings in education and in the socio-historical context of the HKSAR at large. They concern not only the nature and meanings of one of the core learning experiences of all Hong Kong students at the exit-points of their twelve-year universal education, but also concern the definitions of the competence and virtue of the future citizens of the HKSAR and the prospects of Hong Kong society as a whole. Accordingly, this article will first locate the dispute against the social and historical contexts of the society of the HKSAR. These contexts are the network society and the information society of the 21st century. It attempts to examine the epochal meanings and educational significance of LS. Secondly, this article will examine the controversy about whether the pedagogical approach of LS, more specifically the Issue Enquiry Approach, should be “de-politicalized” by setting the controversy against two perspectives, namely “reasonable pluralism” and “multiculturalism.” The article will try to substantiate that social and political enquiry is in essence the very core of liberal education in the 21st century.

Keywords: liberal education; issue enquiry approach; sociology of curriculum; network society; multiculturalism